scholarly journals Co-construction of Knowledge in Work-Integrated E-learning Courses in Joint Industry-University Collaboration

2018 ◽  
Vol 11 (1) ◽  
pp. 10 ◽  
Author(s):  
Monika Hattinger ◽  
Kristina Eriksson
Keyword(s):  
Manufacturing Industry ◽  
University Education ◽  
Integrated Learning ◽  
Work Experiences ◽  
Technology Learning ◽  
Longitudinal Joint ◽  
Collaborative Negotiation ◽  
E Learning ◽  
On Line ◽  
Work Integrated Learning

Blended e-learning in higher education targeting company knowledge needs, can support continuous competence development for practitioners in the manufacturing industry. However, university education is traditionally not designed for workplace knowledge needs that strengthen practitioners’ learning in everyday work, i.e. work-integrated learning. Designing for such learning efforts is even more challenging when the pedagogical strategy is to stimulate practitioners own work experiences as a valuable knowledge source in construction with other peers or teachers. The aim is to explore how engineering practitioners and research teachers mutually co-construct knowledge. In particular, three types of case-based methodologies are examined within a range of industry-targeted e-learning courses. The study is part of a longitudinal joint industry-university project. Eleven courses were analyzed through focus group sessions with 110 practitioners from 15 different companies. Results show that 1) Virtual digital cases stimulate high technology learning, but show low collaboration with peers, 2) On-line collaborative negotiation cases stimulate both web-conferencing and high interactivity, and 3) Real workplace cases do not stimulate e-learning, but motivate strong work-integrated learning and knowledge expansion.

Improving Experiential Learning in Sport Management Through Work-Integrated Learning

2021 ◽  
pp. 1-10
Author(s):  
Susan B. Foster ◽  
David A. Pierce
Keyword(s):  
Experiential Learning ◽  
Sport Management ◽  
Cooperative Education ◽  
The United States ◽  
Research Review ◽  
Integrated Learning ◽  
Work Experiences ◽  
Curricular Innovation ◽  
Integral Role ◽  
Work Integrated Learning

Experiential learning has played an integral role in curricular innovation since the inception of North American sport management education. However, internationally, work-integrated learning, and specifically cooperative education, have proven to be robust methods for preparing students for the workforce with little to no mention of these terms as applied to sport management curricula in the United States. This educational research review positions involving both of these structured pedagogies that combine classroom instruction with highly contextualized, authentic work experiences of at least two semesters to improve experiential learning and calls for more research to be done to demonstrate its efficacy. Recommendations are made to spur faculty to consider ways these pedagogies can be applied to their sport management curricula. In addition, this review addresses keys to successfully implement them on campus.

Australia's National Work-Integrated Learning Strategy in University Education

2019 ◽  
pp. 114-141 ◽  
Author(s):  
Berwyn Clayton ◽  
Hugh B. Guthrie
Keyword(s):  
Learning Strategy ◽  
University Education ◽  
Institutional Constraints ◽  
Quality Information ◽  
Integrated Learning ◽  
Curriculum And Pedagogy ◽  
Wide Range ◽  
Australian Education ◽  
Alternative Approaches ◽  
Work Integrated Learning

This chapter describes how the development of work-integrated learning (WIL) has become an increasingly important component of both curriculum and pedagogy across a wide range of disciplines in Australia's universities. This has been driven by institutions reacting to government and industry demands for work-relevant degrees and work-ready graduates. The chapter analyzes five of the eight action areas in the National WIL Strategy. A number of barriers to further implementation are identified and discussed, including funding, institutional constraints, assessment challenges, and employer capacity, particularly in smaller companies. Ways forward include developing quality information and the resources to support implementation, growing champions of the process in institutions and employers, and developing alternative approaches to delivery given the pressure placed on industry for work placements by all sectors of Australian education.

Work-Integrated Learning

2022 ◽  
pp. 157-177
Author(s):  
Ross H. Humby ◽  
Rob Eirich ◽  
Julie Gathercole ◽  
Dave Gaudet
Keyword(s):  
Learning Environments ◽  
Integrated Learning ◽  
Work Experiences ◽  
Information And Communications Technologies ◽  
Post Secondary ◽  
Southern Alberta ◽  
Communications Technologies ◽  
Real Work ◽  
Institute Of Technology ◽  
Work Integrated Learning

Work-integrated learning (WIL) continues to be an essential topic of conversation among governments, educators, employers, and students. By various names and definitions, WIL attempts to inject the realism of workplace employment tasks into the post-secondary learning environment. The COVID-19 pandemic has forced stakeholders to innovate in the WIL space often using the advances in information and communications technologies (ICT) to build further bridges between learners and real work experiences. The chapter provides an overview of WIL followed by three specifics cases from marketing faculty at the Southern Alberta Institute of Technology (SAIT). In each of the three cases, faculty used different ICT to provide engaging learning environments linking business, industry, consumers, and the learners.

scholarly journals Developing a cultural syllabus for business language e-learning materials

ReCALL ◽  
2003 ◽  
Vol 15 (2) ◽  
pp. 155-168 ◽  
Author(s):  
PAMELA ROGERSON-REVELL
Keyword(s):  
Language Skills ◽  
Integrated Approach ◽  
Work Experiences ◽  
Theoretical Frameworks ◽  
Learning Materials ◽  
Language And Culture ◽  
E Learning ◽  
On Line ◽  
Line Technology ◽  
Key Aspects

The increasing emphasis on ‘e-learning’ in all sectors of education, including vocational and professional domains, offers great potential to provide interactive, up-dateable multimedia materials which allow greater flexibility of access and use. This paper reports on an EU-funded, e-learning project which aims to exploit on-line technology to develop intercultural business and language skills for European managers in the construction industy. It advocates an integrated approach to language and culture training, describing how a ‘cultural syllabus’ was designed to develop users’ understanding of key aspects of European work culture and practices alongside their professional language skills. The resulting matrix syllabus incorporates insights from theoretical frameworks together with factual information and authentic accounts of cross cultural work experiences. It argues that the growing demand for on-line learning materials needs to be matched by great attention to quality of course and materials design so that technology enhances, rather than detracts from, content and pedagogy.

scholarly journals The value of embedding work-integrated learning and other transitionary supports into the first year curriculum: Perspectives of first year subject coordinators

2021 ◽  
Vol 12 (2) ◽  
pp. 51-64
Author(s):  
Hannah Milliken ◽  
Bonnie Dean ◽  
Michelle J. Eady
Keyword(s):  
Qualitative Case Study ◽  
Career Readiness ◽  
First Year Experience ◽  
First Year ◽  
Integrated Learning ◽  
Work Experiences ◽  
Tertiary Institutions ◽  
Single Degree ◽  
Work Integrated Learning

The first year of university, also known as the first year experience (FYE), is a crucial time for students as they learn a range of new practices that enable them to study and pursue a discipline or profession of interest. The function of this transitionary time however in relation to providing both a successful transition into university as well as an orientation to the profession is under-developed. Work-integrated learning is a leading pedagogy in tertiary institutions to build student’s career-readiness by applying theory within work experiences. However, despite the growth of WIL across discipline contexts, little is known about the prevalence and impact of WIL practices within the first year of tertiary study. The purpose of this study was to explore the perspectives of those who design and facilitate first year subjects on the value of embedding WIL and other transitionary supports into the first year curriculum. A qualitative case study was employed, with interviews from ten first-year subject coordinators within a single degree and institution. The findings reveal three crucial areas of transition in the first year: Transition into learning, Transition into being a student, and Transition into becoming a professional. Recommendations centre on benefits of a whole-of-course approach to transition and WIL for developing students with the necessary knowledge and skills to succeed both at university and into the workplace.

scholarly journals Embedding Bachelor of Engineering University Education with Enhanced Work-Integrated Learning

2021 ◽  
Vol 11 (11) ◽  
pp. 756
Author(s):  
Pradeep Vailasseri ◽  
John M. Long ◽  
Matthew Joordens
Keyword(s):  
Learning Outcomes ◽  
University Education ◽  
Integrated Learning ◽  
Learning Models ◽  
Engineering Programs ◽  
Learning Framework ◽  
Engineering Program ◽  
Similar Work ◽  
Industry Engagement ◽  
Work Integrated Learning

A study on the effectiveness of engineering education in the development of industry-ready graduate engineers was conducted among academics and industry experts of engineering disciplines who have relevant experience in work-integrated learning in Australia. The hypothesis was that embedding enhanced work-integrated learning into all study semesters has the increased possibility of developing industry-ready graduate engineers. This paper outlines the research outcomes and an enhanced work-integrated learning framework that might be helpful for improving the industry-readiness of graduating engineers. Based on the research results, the researchers propose the allocation of an appropriate level of work-integrated learning for each indicator of attainment component from the elements of Engineers Australia’s Stage I Competencies. The aim of this paper is to provide detailed recommendations for implementing an enhanced work-integrated model in Bachelor of Engineering programs in Australia. The authors also present the concept of curriculum development based on industry-integrated learning outcomes, as well as the campus and industry engagement model for enhanced work-integrated learning for the subjects of study in the Bachelor of Engineering program. This framework can be used globally as a reference for developing similar work-integrated learning models.

scholarly journals Work-Integrated Learning: The new professional apprenticeship

2021 ◽  
Vol 18 (1) ◽  
pp. 58-73
Author(s):  
Kate Ashman ◽  
◽  
Francine Rochford ◽  
Brett Slade ◽  
◽  
...  
Keyword(s):  
University Education ◽  
Integrated Learning ◽  
University System ◽  
University Policy ◽  
Graduate Employability ◽  
Innovative Program ◽  
Modern Context ◽  
Apprenticeship Model ◽  
Work Integrated Learning ◽  
Radical Approach

This article considers the intersection between two major themes in university policy: the improvement of participation by rural and regional communities and the dimension of graduate employability. It argues that work-integrated learning has the potential to address both themes, but that the development of an apprenticeship model for prestige degrees such as law may deliver additional benefits to rural and regional student engagement. It considers a radical approach to employability by the reintroduction of the apprenticeship approach in disciplines of law and accounting specifically to assist scaffolding of learning for rural and regional students. It considers the modern context of university education and the implications of an expanded university system for delivering employability skills. The expansion of university education has not delivered consistent improvements in participation among rural and regional populations, and it is hypothesised that the visible integration of work-integrated learning has the capacity to address this deficit. However, it is argued that these measures should be supplemented by an innovative program of modern apprenticeships in prestige degrees; such a program could address both participation and employability outcomes. The article contributes to the literature by making explicit the links between the visibility of prestige occupational pathways to rural and regional students, the affective concerns of potential students making the choice to undertake higher education, and the scaffolding of skills and knowledge. It recommends further research in the form of a pilot integration of an apprenticeship model within a university program, but notes the current funding, discipline, and systemic barriers to this process in the current university system in Australia.

Examining and challenging the intentions of work-integrated learning

2017 ◽  
Vol 7 (2) ◽  
pp. 198-210 ◽  
Author(s):  
Jenny Fleming ◽  
Neil J. Haigh
Keyword(s):  
Cooperative Education ◽  
Theory And Practice ◽  
First Century ◽  
University Education ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Content Type ◽  
Study Methodology ◽  
Work Integrated Learning

Purpose While the intended outcomes of work-integrated learning (WIL) are well documented, significant challenges arise when the stakeholders have different understandings and expectations. The purpose of this paper is to examine the alignment of stakeholder views on the defining features of cooperative education as a model of WIL. Design/methodology/approach An interpretive case-study methodology, incorporating questionnaires and semi-structured interviews, was used to determine the views of students, workplace supervisors and university academic supervisors involved in a sport cooperative education program. Findings Students, workplace supervisors and academic supervisors shared a perception that the students’ development of employability skills and their acquisition of experience in industry were the primary intended outcomes. As an associated benefit, students would be work-ready. Ideally, cooperative education experiences should also provide opportunities for students to learn to integrate theory and practice, further develop their personal and professional identities, and learn to navigate the important ethical aspects of being a professional. Practical implications While the employability emphasis in the findings aligns well with government agendas, graduates need to be prepared for complex and dynamic workplaces, and to be future ready for careers that are yet to exist. WIL curricula need to explicitly address this expanded agenda, which in turn needs to be communicated clearly to all stakeholders. Originality/value This paper challenges stakeholders in WIL to move beyond a focus on preparing students for the “now” and to reconsider the learning outcomes that should be imperative for university education in the twenty-first century.

scholarly journals SURVEYING DESIGN SKILL DEVELOPMENT IN WORK-INTEGRATED LEARNING EXPERIENCES: A REVIEW OF THE LITERATURE

2021 ◽  
Vol 1 ◽  
pp. 2851-2860
Author(s):  
Gregory Litster ◽  
Ada Hurst ◽  
T. Judene Pretti
Keyword(s):  
Engineering Education ◽  
Skill Development ◽  
Secondary Data ◽  
Future Research ◽  
Integrated Learning ◽  
Work Experiences ◽  
Educational Approach ◽  
Student Work ◽  
Grade Point ◽  
Work Integrated Learning

AbstractWork-integrated learning (WIL) is an educational approach that intentionally scaffolds work experiences throughout undergraduate education. This approach has been proven to provide many benefits to students, including increased grade point averages, better job prospects after graduation and skill development. As such, we expect WIL experiences to contribute to engineering student's ability to design, a central aspect of both engineering education and practice. We found little evidence of research related to WIL experiences in the design literature, so we conducted a secondary data analysis on 33 publications from engineering education literature focusing on student WIL experiences with design. The review found evidence of students using a design process and recognizing the importance of designing within context, focusing on health, safety and ethical concerns of being an engineering designer. However, there was little evidence found of what students actually designed (i.e., components, systems or processes). We highlight some interesting areas for future research, specifically for design researchers to investigate how student work experiences are contributing to their development of design knowledge, skills and abilities.

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